Interviewing: An Insider'S Insight Into Learning
DEVELOPMENTAL RELATIONS AMONG MIND, BRAIN AND EDUCATION: ESSAYS IN HONOR OF ROBBIE CASE(2010)
摘要
Interviewing is often thought of as a research tool, but by shifting focus, teachers can use “interviewing” to support two
important classroom goals: clarifying student understanding, and in turn providing students with opportunities to organize
more meaningful structures of understanding. We provide an operational definition for levels of understanding and a hierarchical
framework (similar to Robbie Case’s developmental framework) for evaluating changes in student understanding during the interview
process. From a very different perspective, the student’s insights are viewed from the brain’s central organizational principle;
brains learn about patterns in the world in order to make reliable predictions about its environment. Thus, new insights are
new patterns that students recognize and can test against reality within carefully constructed classroom activities or during
the interview process. Pattern recognition and changes in neural activity offer an additional dimension for understanding
the dynamic interaction between the teacher/interviewer and the student, which we also explore in detail.
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